Transcript Simulating_the_Darwinian_Theory[1]

 Product
# 251013
 Price $129.95
 Refill $49.95
 Students
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will
Observe how natural selection
affects a population
Learn how mutations, gene flow,
genetic drift, and selective
mating may change a population
over time
Understand how natural
selection tends to create a
population more adapted for its
environment
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Materials Provided
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6 clear plastic trays
White sand
Plastic cups
Teaspoons, forks, forceps &
wooden sticks
900 each of blue, yellow &
white mini pom-poms
Paper “environment” sheets
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Materials Needed
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Graph paper & Calculator
 Graph
paper
 Calculator (optional)
 Students
may come to the activity with little or
no understanding of natural selection but a
discussion should occur about differences
among organisms in a population
 Students should have an understanding of
predator/prey relationships and habitat
 Students
are given four different tools and a
specific amount of time to capture as much prey
as possible in three different habitats (sand,
water, paper)
 They capture prey for three generations
 Students collect data to determine which
predator was best suited for each environment
and which prey species was best able to elude
capture
 Because predation occurs over several
generations, students should be able to observe
natural selection
 Activity
seems very messy though I like the
idea of using different habitats
 Similar activities can be done without buying
the kit
 Have done similar activities and students
enjoy the competition aspect of the lab
Materials
 2lbs
Provided
each of blue, green, brown, yellow &
red clay
 16 dice
 Evolution cards
 Environment sheets
 Materials Needed
 Toothpicks
 Journal
 Students
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should already have an understanding of
Mutation
Gene flow
Genetic drift
Selective mating
1. Students form groups of four and each group
create 11 animals from clay
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Animals should be small and simple
Animals will be labeled 2 – 12
There should be five animals of one color and 6
of the other
9
7
2
12
3
10
4
5
8
6
11
2. Animals are placed on one of the two environment
sheets then the dice are rolled to determine which
animal is preyed upon (removed from the sheet)
3. If the number rolled matches an animal that is a
DIFFERENT color than the environment, it is preyed
upon and removed from the environment.
4. A replacement animal is then determined by a roll of
the dice (the population must remain at 11). Whatever
number is rolled, a copy of that animal is made and
placed in the population.
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If it is the number of the animal that was just eaten, roll
again to determine its replacement.
NOTE: If the number rolled matches an animal that is
the SAME color as the environment it is not preyed
upon unless its number is rolled twice in a row.
5. Repeat steps three & four one more time. This
constitutes one generation. In each generation
there may be zero, one or two animals that may be
preyed upon/replaced.
6. After three generations the group will pick an
evolution card and create the change as instructed.
Then repeat steps 3 & 4 for three more
generations. Repeat entire process two more
times.
 During
the activity a log should be kept of
the changes that occurred in the population
in each generation. Mutations, color ratios,
adaptations etc should all be included.
 When all groups are finished the students
will compare their end results with the other
groups and discuss how their populations
changed.
 Allows
students to use creativity
 Reviews processes of evolution
 Good for kinesthetic learners
 Every group should have a different outcome
 Complex directions
 Clay can be messy
 Limited scenarios on evolution cards
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Possibly have students write their own cards and
exchange with other groups?